Posing Questions About Family Places Having Explored Sources Relating to Their Own Life
Questioning / Pose questions about past present objects, people, places events /
- posing questions about family places having explored sources relating to their own life (for example, sources such as family interviews, photographs, stories, film, classmates’ paintings, excursions to places)
- inquiring about the lives, places events of family members inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ ‘What was I doing?’ in response to family photographs)
asking questions about the place they are in after being encouraged to observe it using different senses / posing questions with the stems ‘where’, ‘what’, ‘how’ ‘why’ about families, celebrations, places the weather
asking questions before, during after listening to stories about people places about their past present
preparing questions for parents members of older generations about how they lived in the past, where they lived the places they value
collecting displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ ‘Why?’ questions / developing how, when, where, why questions at the start of during an investigation then revisiting the questions to check if they have been answered
developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, ‘Why is it important?’)
developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)
posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ ‘What effect …’
Researching / Collectdata information from observations identify information datafrom sources provided(
Sort record information data, including location, in tables on plans labelled maps
Sequence familiar objects events / exploring sources (for example, pictures, photographs, story books, artefacts, excursions to places, family interviews) to gain information about the past
listening to stories from oral, audiovisual other sources to find information about family, friends, celebrations, places Aboriginal Torres Strait Islander cultures
observing the features of a special place (for example, their bedroom, under a tree) or local place (such as a beach, farm or ceremony site) recording these observations
displaying sources related to an investigation (for example, historical sources such as pictures, photographs, family mementoes geographic sources such as items collected in the field, sketches of observations, measurements)
contributing information to shared records of places, families friends (for example, adding personal details to murals, concept maps, tally charts pictorial tables)
illustrating on a pictorial map, or by making a model, the location of their home in relation to school or other features of the local area
creating representations to show the location of features of familiar places (for example, making a map illustrating it with pictures; using objects to create bird’s eye view models)
- ordering images objects (for example, photographs, drawings or artefacts) to show a sequence of significant personal events or milestones (such as age when beginning to walk talk, at the birth of a sibling, when moving house, when new teeth appear, on the first day at school)
gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)
using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate identify the different features of places how they have changed over time, including places with largely natural features those with largely constructed features
gathering information about the weather seasons from the media, their own observations from stories (for example, Aboriginal Torres Strait Islander stories)
creating sharing concept maps to show personal understanding of their world (for example, a web of family relationships connections, or a mental map of their place its important features or spaces)
making artefact photo displays to show the features of a place (for example, collections of natural constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) labelling the display with simple captions
recording data about the location of places their features on maps /or plans (for example, labelling the location of their home daily route to school on a map of the local area, drawing a plan of their classroom labelling its activity spaces)
developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features places, places with the work done)
- using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
- describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)
locating historical evidence of the local community’s past (for example, place street names that commemorate people, monuments, built non-built historical landmarks, middens, remnants of native vegetation old building remains)
surveying peers to discover how they are connected to people in other places in Australia the world, or to find out how frequently they visit places for what purpose
exploring Aboriginal Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming Creation stories, dance, art cultural representations
sorting recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
creating pictorial maps with annotations to show familiar local /or historical sites, their features location, adding further information as extra sites are identified
locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features
- ordering key events in the history of the local community or in its development (for example, the history of the school; developmental stages of telecommunications technologies)
- creating a timeline, slideshow or story to show how things develop sequentially (for example, seasonal change in plants, cycles of the weather, personal growth milestones)
Analysing / Explore apoint of view
Compare objects from the past with those from the present consider how places have changed over time
Interpretdata information displayed in pictures texts on maps / comparing aspects of the childhood of parents, grandparents, elders or a familiar older person, with similar aspects of childhood today (for example, the favourite games of a familiar older person with those of self class friends)
identifying places in the playground or local area that they like or places they like to avoid, talking about the reasons for their feelings
talking about differences between objects from the past those of the present using comparative language (for example, 'This toy is older', ‘My new computer game is more fun than the old one', ‘This tree is older than …’)
distinguishing between older newer, using such clues as the condition of the object, the width of a tree, the height of a person
identifying natural constructed features of a place that have changed over time those that have remained relatively unchanged
talking about the relevance of information to a task (for example, how to find treasure on a treasure map, why a class timetable is helpful, how a weather map can help us decide what clothes to wear)
sorting pictures of places people using criteria such as old/new, younger/older, same/different, outside/inside, safe/not safe, special/not special / comparing students’ daily lives those of their parents, grandparents, elders or familiar older person, representing the similarities differences in graphic form (for example, in a Venn diagram or Y-chart)
sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) explaining why they are favoured
identifying similarities differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)
using comparative language when describing family life over time /or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
exploring Aboriginal Torres Strait Islander stories, traditional contemporary, about places the past how places have changed
categorising objects, drawings or images by their features explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) managed (windbreak of trees)
finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles elastics; technology tools such as floppy discs or USBs, record player, cassette player)
using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ ‘why’ questions
finding a hidden item using a map or plan that shows its location / discussing why some places are considered special or significant by others (for example, by parents, Aboriginal or Torres Strait Islander Peoples, their grandparents or familiar elders their friends, returned soldiers, wildlife workers)
examining the points of view of older generations about changes over time (for example, changes to the natural or built environment, changes to daily living)
listening to different stories (for example, Dreaming Creation stories) about reasons for the change of seasons or about how natural features of Earth were created
comparing places that differ over time or across location (for example, climate, natural environment, plants, animals, people’s home)
identifying how objects activities are similar or different depending on conditions in local distant places (for example, clothes, transport, technology)
examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how where food was obtained prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, types of work, the roles of men, women, boys girls)
interpreting distance on maps using terms such as ‘metres’, ‘distant’, ‘close’, ‘local’, ‘many hours in a bus/car/plane’, ‘walking distance’ to decide on the accessibility of different features places
interpreting flowcharts geographic concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
interpreting symbols codes that provide information (for example, map legends)
explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)
Evaluating & Reflecting / Draw simple conclusions based on discussions, observations information displayed in pictures texts on maps
Reflect on learning to propose how to care for places sites that are important or significant ( / suggesting ideas about the use of objects from the past proposing reasons why the objects might have been important
identifying how a story connects with an aspect of their family history (for example, how a story book shows how where their grandparents or a familiar older person once lived)
talking about what has been learnt about a place or site of significance to themselves or others if they would like it to stay the same in the future
describing or drawing special places, telling what they have learnt that makes them special suggesting how to behave when there / using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time place (for example, how occupations /or technologies have changed; how places behaviours change because of the seasons)
making conclusions after collecting recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories pictures which confirm continuity of events over time, such as the local show) or about types of homes locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
imagining what the future may hold based on what they know of the past present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
recalling information about a place or a site giving reasons why it should be cared for commemorated or celebrated
describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them explaining what they could do to care for it
discussing how their behaviours reflect what they have learnt about caring for important places significant sites (for example, taking care around school wildlife, turning off taps lights, following etiquettes in special sites)
imagining how a local feature or place might change in the future proposing action they could take to improve a place or influence a positive future / drawing conclusions about how traditional Aboriginal Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods ideas across the continent its islands)
making generalisations from data showing patterns relationships (for example, the relationship between the distance of places the frequency of visits to them; between rubbish in the school eating areas; between marine animals where human rubbish may go; between climate zones clothing or housing)
discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal Torres Strait Islander Peoples, historical events, early settlers, political, religious social figures)
reflecting on their increasing knowledge of special places natural systems in their local area , whether their ideas about behaviours have changed as a result of greater understanding
sharing with their teacher, other students members of their family what they know have learnt about connections with other places, explaining the significance of these connections
using their knowledge about a familiar place or site to imagine how it might change in the future how they can influence a positive future for it
Communicating / Present narratives, information findings in oral, graphic written forms using simple terms to denote the passing of time to describe direction location / describing events they have experienced /or different places they have visited, using different modes of communication, (for example, orally, through objects, pictures drawings, role-play photographs)
reporting family history by presenting information in talk, drawings play by creating imaginative responses
using simple terms to denote the passage of time (for example, 'then', 'now', 'yesterday', 'today', 'tomorrow') when talking about their experiences
using appropriate terms to describe the direction location of a place (for example, ‘near far’, ‘above below’, ‘beside opposite’) / creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
retelling stories about life in the past through spoken narratives the use of pictures, role-plays or photographs
using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ ‘generations’)
explaining to classmates where places are, the directions to be followed when moving from one place to another, with the use of appropriate terms for direction location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, ‘further’, ‘close to’, ‘before’, ‘after’, ‘here’, ‘there’, ‘at’) / conveying information about the past familiar places by representing ideas in written, spoken, pictorial or performance modes by creating imaginative responses
composing reports with multimedia to share findings (for example, findings of a comparison of past present daily life, a report on how access to use of a place has changed over time, or recommendations on a building of significance)
describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts
using terms in speech writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) to describe direction location (for example, north, south, opposite, near, far)
1